Arquitetando histórias de formação em formação: compreensões junto a narrativas da História Oral em Educação Matemática
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2023-06-30
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Universidade Estadual Paulista (Unesp)
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As textualizações produzidas a partir de entrevistas por pesquisadores do Grupo História Oral e Educação Matemática (Ghoem) com a metodologia da História Oral constituem fontes historiográficas que podem ser mobilizadas em estudos de cunho histórico ou não, além daqueles nos quais foram produzidas. Diante disso, objetivamos, de modo geral, elaborar compreensões sobre potencialidades de textualizações de entrevistas produzidas, nos anos de 2016, 2017 e 2018, pelo Ghoem, no que tange à formação de professores que ensinam Matemática. Esta intenção está orientada pelo questionamento: O que contam e o que podem, no que tange à discussão sobre e para processos formativos de professores que ensinam Matemática, textualizações de entrevistas produzidas pelo Ghoem para além dos contextos em que foram produzidas? Este trabalho segue uma abordagem qualitativa de pesquisa bibliográfica, cuja metodologia foi construída em trajetória tomando como inspiração a Teoria Fundamentada nos Dados para os movimentos analíticos e o processo metafórico de elaboração de um projeto arquitetônico para desenvolver, além das análises, o estudo da formação docente em articulação com a formação da pesquisadora, a escrita do percurso investigativo e a constituição – estética – desta dissertação. Assumimos um compromisso em defesa do uso dessas narrativas como as fontes legítimas que são, produzindo um arquivo de categorias que possibilitam identificar temas relativos à formação docente presentes nas textualizações e que pode ser cadastrado no sistematizador eletrônico do grupo, o Hemera. Ademais, na direção de nosso objetivo, elaboramos três estudos, denominados firmamentos e inspirados na prosa ensaística, sobre temas diferentes que compreendemos como potencialidades dessas narrativas para estudos diversos no âmbito da formação de professores que ensinam Matemática. Os temas, também desenvolvidos com abordagens diferentes, são referentes à formação de professores leigos em algumas regiões do Brasil; às inspirações docentes no processo formativo de professores que ensinam Matemática; e às maternidades vivenciadas por professoras que ensinam/ensinaram Matemática ao narrarem suas trajetórias formativas. Esta pesquisa, com a perspectiva que adotamos para estudar as textualizações e o próprio modo como são constituídas segundo a História Oral, possibilitou observar que elas podem, além das temáticas que apresentam, levar pesquisadores a pensar formação docente sem classificações de saberes docentes, sem separações entre atitudes, ideias e produções dos professores e sem pensar o professor exclusivamente a partir de sua identidade docente ou de sua profissão. Notamos que as classificações deixam de ser suficientes para as histórias de vida dos educadores, de modo que as relações que estabelecem com sua profissão tornam as definições e os limites difusos. As narrativas, portanto, contam histórias que permitem pensar o professor e a formação docente do ponto de vista da experiência, para além da docência, da atuação profissional e de sua produção, que permitem pensar como cada educador deixou que algo lhe acontecesse e, assim, lhe (trans)formasse no curso de sua vida. Esperamos, com esta investigação, contribuir para uma Educação Matemática atenta ao todo do ser humano, para a mobilização das histórias de vida dos professores que ensinam Matemática e para estudos comprometidos com uma perspectiva sensível aos seus processos formativos.
The textualizations produced from interviews by researchers of the Oral History and Mathematics Education Group (Ghoem) using the Oral History methodology constitute historiographic sources that can be mobilized in studies of historical nature or not, beyond those for which they were produced. In view of this, our general objective is to elaborate understandings about potentialities of textualizations of interviews produced, in the years 2016, 2017 and 2018, by Ghoem, regarding the training of teachers who teach Mathematics. This intention is guided by the question: What do textualizations of interviews produced by Ghoem tell and can do, regarding the discussion on and for formative processes of teachers who teach Mathematics, beyond the contexts in which they were produced? This work follows a qualitative bibliographical research approach, whose methodology was built in a trajectory taking as inspiration the Grounded Theory for the analytical movements and the metaphorical process of elaboration of an architectural project to develop, besides the analysis, the study of teacher training in articulation with the researcher's training, the writing of the investigative path and the – aesthetic – constitution of this dissertation. We took on a commitment to advocate for the use of these narratives as the legitimate sources they are, producing an archive of categories that allow us to identify themes related to teacher education present in the textualizations and that can be registered in the group's electronic systematizer, Hemera. Moreover, towards our objective, we have elaborated three studies, referred to as firmaments and inspired by prose essays, on different themes that we consider as potentialities of these narratives for diverse studies on the formation of teachers who teach Mathematics. The themes, also developed with different approaches, are related to the formation of lay teachers in certains regions of Brazil; to the teaching inspirations in the formative process of teachers who teach Mathematics; and to the motherhoods lived by women teachers who teach/taught Mathematics as they narrate their formative journeys. This research, with the perspective we adopted to study the textualizations and the very way they are constituted according to Oral History, allowed us to observe that they can, beyond the themes they present, lead researchers to think about teacher education without classifying teachers' knowledge, without separating teachers' attitudes, ideas and productions, and without thinking the teacher exclusively from his/her teaching identity or profession. We note that classifications are no longer sufficient for the life stories of educators, so that the relationships they establish with their profession make definitions and boundaries blurred. Narratives, therefore, tell stories that allow us to think the teacher and teacher education from the perspective of experience, beyond teaching, professional practice and production, that allow us to think how each educator let something happen to him/her/them and, thus, (trans)form him/her/them in the course of his/her/their life. We hope, with this research, to contribute to a Mathematics Education attentive to the whole human being, to the mobilization of the life stories of teachers who teach Mathematics, and to studies committed to a perspective that is sensitive to their formative processes.
The textualizations produced from interviews by researchers of the Oral History and Mathematics Education Group (Ghoem) using the Oral History methodology constitute historiographic sources that can be mobilized in studies of historical nature or not, beyond those for which they were produced. In view of this, our general objective is to elaborate understandings about potentialities of textualizations of interviews produced, in the years 2016, 2017 and 2018, by Ghoem, regarding the training of teachers who teach Mathematics. This intention is guided by the question: What do textualizations of interviews produced by Ghoem tell and can do, regarding the discussion on and for formative processes of teachers who teach Mathematics, beyond the contexts in which they were produced? This work follows a qualitative bibliographical research approach, whose methodology was built in a trajectory taking as inspiration the Grounded Theory for the analytical movements and the metaphorical process of elaboration of an architectural project to develop, besides the analysis, the study of teacher training in articulation with the researcher's training, the writing of the investigative path and the – aesthetic – constitution of this dissertation. We took on a commitment to advocate for the use of these narratives as the legitimate sources they are, producing an archive of categories that allow us to identify themes related to teacher education present in the textualizations and that can be registered in the group's electronic systematizer, Hemera. Moreover, towards our objective, we have elaborated three studies, referred to as firmaments and inspired by prose essays, on different themes that we consider as potentialities of these narratives for diverse studies on the formation of teachers who teach Mathematics. The themes, also developed with different approaches, are related to the formation of lay teachers in certains regions of Brazil; to the teaching inspirations in the formative process of teachers who teach Mathematics; and to the motherhoods lived by women teachers who teach/taught Mathematics as they narrate their formative journeys. This research, with the perspective we adopted to study the textualizations and the very way they are constituted according to Oral History, allowed us to observe that they can, beyond the themes they present, lead researchers to think about teacher education without classifying teachers' knowledge, without separating teachers' attitudes, ideas and productions, and without thinking the teacher exclusively from his/her teaching identity or profession. We note that classifications are no longer sufficient for the life stories of educators, so that the relationships they establish with their profession make definitions and boundaries blurred. Narratives, therefore, tell stories that allow us to think the teacher and teacher education from the perspective of experience, beyond teaching, professional practice and production, that allow us to think how each educator let something happen to him/her/them and, thus, (trans)form him/her/them in the course of his/her/their life. We hope, with this research, to contribute to a Mathematics Education attentive to the whole human being, to the mobilization of the life stories of teachers who teach Mathematics, and to studies committed to a perspective that is sensitive to their formative processes.
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Formação de professores que ensinam Matemática, Textualizações de entrevistas, Potencialidades de narrativas orais, Grupo História Oral e Educação Matemática, Metodologia em trajetória, Formação de professores, Educação Matemática, Training of teachers who teach mathematics, Interviews textualizations, Potentialities of oral narratives, Oral History and Mathematics Education Group, Methodology on a trajectory